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Highlights • Tool-supported Guidance is essential for effective Inquiry-based education • Teaching and Learning Analytics (TLA) can support teachers provide appropriate Guidance • The TLA method and supporting tool provides analyses of the level of Guidance in Inquiry-based scenarios • Analyses of the design can be investigated against customizable learners' data and profiles • Insights from these combined analyses could help teachers improve their teaching designs Abstract: Science, Technology, Engineering and Mathematics (STEM) education is recognized as a top priority for school education worldwide and Inquiry-based teaching and learning is identified as one of the most dominant approaches. To effectively engage individual students in Inquiry tasks, appropriate guidance needs to be provided, usually by combining different digital tools such online labs, data analysis tools and modelling tools. This is a cumbersome task for teachers to perform manually since it involves (a) assessing during the education design, the type and level of tool-supported guidance to be provided to students and (b) potentially refining this level and types to meet the guidance needs of individual students based on educational data from the delivery of the educational design. Thus, in our research we target to investigate how to support this process with educational data analytics methods and tools from both the design and the delivery of educational designs, that inform teachers' decision making for systematic reflection. To this end, the contribution of this paper is the design and evaluation of a novel "Teaching and Learning" Analytics method and supporting research prototype tool, extending the scope of purely learning analytics methods, to (a) analyze inquiry-based educational designs in terms of the tool-supported guidance they offer and (b) relate these analyses to students' educational data that are already being collected by existing learning analytics systems, so as to increase teachers' awareness and understanding and scaffold their reflection. A two-layer evaluation methodology was adopted to evaluate both the capacity of our method to analyze educational designs in terms of appropriate guidance as well as to investigate whether the insights generated by the method offer statistically significant indicators that impact students' activity during the delivery of these educational designs. The results obtained, based on real-life educational data, argue that the proposed method and tool can support teachers to accurately analyse Inquiry-based educational designs and receive meaningful insights to improve and tailor students' learning experiences. The insights of this work aim to contribute in the research field of cognitive data analytics for teaching and learning, by investigating new ways to combine analyses of the educational design and the students' activity, so as to inform teachers' reflective decision making from a holistic perspective.

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This study focuses on the goal of enhancing student reflection and learning with the key objective being to determine whether a structured reflective tool can enhance students' ability to engage in a reflective cycle. A case study approach was adopted involving three cohorts of first year teacher education students in an Australian university over three years. The study found that the reflective tool assisted students to structure their reflections in a more cohesive manner, that without such a guide the majority of the students' comments were descriptive and their reflective comment tended to be at a superficial level.

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IntroductionThere is recognition of the importance of comprehensive relationships and sexuality education (RSE) throughout the school years worldwide. Interventions have found some positive outcomes; however, the need for a greater focus on positive sexuality and relevant contemporary issues has been identified by teachers and students. The Curtin RSE Project provides training for teachers and preservice teachers and supports schools through training and advice to implement comprehensive school health promotion (CSHP) focusing on RSE allowing schools to develop programmes relevant to their school community. To examine contemporary phenomenon within a real word context, a case study design will be used to measure implementation. This paper will describe the protocol for a multiple, embedded case study to measure the implementation of CSHP focusing on RSE in a purposive sample of Western Australian schools.Methods and analysisThis mixed methods study will include a multiple, embedded case study. Schools (n=3–4) will be purposively selected from within Western Australia based on their capacity to commit to implementing RSE as a case study school. Data will be collected from students (Grade 6 for primary school; Grades 7–12 for secondary school); teachers and other key staff and parents. Methods include school climate and school curriculum audits, documentation (collected with key staff at baseline and annually), interviews (parents and teachers at Year 2), focus groups (students at Year 2) and an online student survey (collected with students baseline and annually).Ethics and disseminationSchool principals will provide consent for school participation and staff and parents will provide individual consent. Student assent and parental consent will be obtained for student participants. Results will be disseminated through open-access reports, peer-reviewed journals and conference presentations.

. Her major research interests are in Vocational Education, Adult and Continuing Education and online learning. She has completed a PhD on factors which affect the institutionalisation of educational innovations in organisations and is also interested in the development and impact of national training initiatives and frameworks on the changing structure of higher education. Her current research involves an investigation into the delivery of Enterprise and Vocational Education in Western Australia and ongoing evaluation strategies for professional development for offshore Curtin University of Technology lecturers. Dr Lina PelliccioneFaculty of Education, Language Studies and Social Work Curtin University of Technology l.pelliccione@curtin.edu.au Dr Lina Pelliccione has completed a PhD in the field of Information and Communication Technology (ICT) related to the adoption and implementation of educational innovations in the learning and teaching process at the tertiary level. She is currently responsible for the coordination of the Bachelor of Education Primary Degree. Lina also coordinates and lectures a range of units which deal with the integration and effective use of ICT in learning and teaching. She has a primary teaching background and her teaching and research interests include: the adoption and implementation of ICT in teaching and learning; enhancing learning through the use of ICT with young children through to adults; electronic portfolios; online learning environments; innovation and change. Mr Robert Dixon Faculty of Education, Language Studies and Social Work Curtin University of Technology r.dixon@curtin.edu.auRobert Dixon is a lecturer in the Training and Development Program at Curtin University. He is currently completing his PhD on the development of professional portfolios for those in educational leadership positions. His other research interests include the development of pedagogical effectiveness indicators for online learning and adult and continuing education. DIFFERING STUDENT VIEWS OF ONLINE LEARNING MODES ACROSS TWO PROGRAMS IN AN AUSTRALIAN UNIVERSITY AbstractThe sample for this study comprised 108 students who were enrolled in both undergraduate and postgraduate programs in a Western Australian university. The focus areas for investigation included reactions to online delivery, student perceptions of the rates and depth of participation and levels of engagement with the learning process. The results indicated that while the students were technically competent overall, issues associated with equity and access varied between the groups and also between students enrolled in the same units. The sample had also re-conceptualised the notion of 'personal' which moved beyond simple physical proximity to enable the students to create their own community of learners.

The rapid expansion of fully online delivery of initial teacher education (ITE) seen in the past decade has generated some concerns about impact on teacher quality. This is set within broader, sustained concerns about ITE generally. Much of the criticism of online ITE has been made without sufficient evidence to support the claims, largely due to the still-nascent evidence base. The data presented here contributes to that evidence base by providing demographic and academic achievement insights for cohorts of graduate teachers (N = 2008) across the years 2012 to 2018 who have engaged in fully online ITE at an Australian university. The literature has recognised the traditional barriers to accessing higher education for many of these students, including women, the mature-aged, and those with family and work responsibilities. Performance data for online ITE students within their programs demonstrates that they are breaking through these barriers associated with the digital divide. Analysis of who these people are, where they come from, and how they are performing provides valuable insights into online ITE, at a time when the value of broadening access to education and digital equity are being widely acknowledged.